Moving the New York University Abu Dhabi Library     

Beth Daniel Lindsay 《资料收集管理》2017,42(1):48-56

Using Steven Carl Fortriede's method in Moving Your Library: Getting the Collection From Here to There as a framework, we successfully moved the New York University Abu Dhabi Library from a library and off-site storage facility to one new library. While we generally followed Fortriede's advice, we deviated from his plan in three important ways: We created a color-coding system for the boxes, which eliminated the need to keep the boxes in strict order; we integrated two collections during the move (rather than before); and we created phantom books to create space for lengthy multivolume sets in the smaller collection.  相似文献   

Impact of the social construction of LD on culturally diverse families: a response to Reid and Valle   总被引：1，自引：0，他引：1  

Kalyanpur M  Harry B 《Journal of learning disabilities》2004,37(6):530-533

This response focuses on the effects of the current construction of learning disabilities (LD) on families of children from devalued racial/ethnic groups. Agreeing with the arguments of Reid and Valle, we add that parents from such groups are further disenfranchised because they are not participants in the critical discourse surrounding LD and because of the persistent belief that their parenting skills are deficient. We also suggest that the expectation of parental advocacy may be alien to parents whose cultures do not embrace an individualist perspective. Professionals can improve their responses to such parents by an understanding of the principle of cultural reciprocity.  相似文献   

Reconsidering the Study of Mathematics Instructional Practices: The Importance of Curricular Context in Understanding Local and Global Teacher Change     

Beth A. Herbel-Eisenmann  Sarah Theule Lubienski  Lateefah Id-Deen 《Journal of Mathematics Teacher Education》2006,9(4):313-345

This paper discusses the case of one teacher, Jackie, whose instructional practices illuminate the importance of textbooks and student/parent expectations in shaping pedagogy. Jackie teaches in the Plainview district, which offers parents and students a choice between a reform-oriented, integrated curriculum (Core Plus) and a more conventional algebra sequence (the University of Chicago series). Each day, Jackie teaches two very different sections of accelerated eighth-grade mathematics using each of these curricular materials. Drawing from students’ survey responses, classroom observations, and teacher interview data, we show ways in which Jackie’s pedagogy differs considerably between the two courses and we shed light on reasons underlying this variation.By examining one teacher who enacts different practices in each of the two curricular contexts, this paper highlights factors that contribute to teachers’ enacted curricula – factors that have been understated in previous mathematics education research on teacher development. The study establishes the importance of distinguishing between global and local teacher change, and suggests implications for future studies of teaching and reform.  相似文献   

Flipping the laboratory: improving student engagement and learning outcomes in second year science courses     

Beth R. Loveys 《International Journal of Science Education》2019,41(1):64-79

The flipped classroom pedagogy was implemented in two core undergraduate science courses; Animal and Plant Biochemistry II (APB) and Microbiology and Invertebrate Biology II (MIB) to encourage students to prepare for laboratory classes. Students often attend class without little understanding or appreciation of what they are going to learn in the laboratory, the types of techniques they are going to use or the safety precautions required. This is not only hazardous for students but also requires detailed explanations from teaching staff at the start of class, overloading students with information. This disconnection between theory and practice was overcome by ‘flipping the laboratory’ to integrate online, interactive pre-laboratory activities into the curriculum. The aims of this study were to: (1) evaluate student engagement with pre-laboratory content; (2) investigate student performance and learning outcomes; (3) review failure rates following implementation of pre-laboratory activities. Students agreed that the pre-laboratory activities bridged the gap between theory and practice (65%) and enhanced their engagement with course material (79%). The integration of pre-laboratory activities significantly increased student learning outcomes immediately after implementation into the curriculum, despite a 26.8% increase in enrolments from 2011 to 2017. Failure rates significantly decreased in both APB and MIB over three consecutive years.  相似文献   

Patterns of alcohol use: a two-year college and four-year university comparison case study     

Jennifer Cremeens-Matthews  Beth Chaney 《Community College Journal of Research & Practice》2016,40(1):23-33

With more than 12 million students enrolled in over 1,150 two-year institutions, enrollment at these institutions constitutes approximately 44% of all undergraduates in the United States. Despite this, research and prevention efforts related to drinking behaviors among college students attending two-year institutions are limited, with similar information regarding students at traditional four-year institutions readily available. This study sought to examine alcohol use patterns among students at a two-year college compared to a four-year institution. It was conducted at a large (20,000+ students), public, four-year institution and a medium (8,000+), public, two-year institution located in the same community. The Core Alcohol and Drug Survey, a 39-item instrument used by colleges and universities for assessing the nature, scope, and consequences of high risk drinking behaviors in college students, was administered to students at both a two-year (n = 581) and a four-year institution (n = 928) (Cremeens & Chaney, 2012).

The prevalence estimates of current alcohol use among students at the two-year institution in this study are comparable to national estimates for students attending four-year institutions (67.5% and 69.0%, respectively). Estimates of high-risk alcohol use at the four-year institution in this study were higher than national prevalence estimates for similar colleges. Current drinkers and binge drinkers at both institutions experienced the same negative consequences. While the study results provide insight into the need for alcohol prevention efforts at community colleges, there are important factors and practical considerations related to these efforts presented here for community colleges and administrators to contemplate.  相似文献   

Teacher support of student engagement in early childhood: embracing ambivalence through playworlds     

Beth Ferholt  Anna Pauliina Rainio 《Early Years: An International Journal of Research and Development》2016,36(4):413-425

Ambivalence is a relatively little advanced concept for studying young people’s engagement in education. We present a case study in which a teacher of a kindergarten-first-grade classroom works within an activity called a playworld to engage a child who had been excluded from certain classroom practices, after having been perceived by his teachers as disengaged and disruptive. Playworlds are defined as adult–child joint play activities inspired by Vygotsky’s theories of play, art, and imagination. We argue that when the teacher embraced this child’s ambivalent participation, ambivalence itself appeared to be an important component of an evolving process of personally meaningful engagement. We showcase those elements of the playworld activity that may support early childhood teachers in embracing ambivalence.  相似文献   

Learning strategies and study approaches of postsecondary students with dyslexia     

Kirby JR  Silvestri R  Allingham BH  Parrila R  La Fave CB 《Journal of learning disabilities》2008,41(1):85-96

The present study describes the self-reported learning strategies and study approaches of college and university students with and without dyslexia and examines the relationship of those characteristics with reading ability. Students with (n = 36) and without (n = 66) dyslexia completed tests measuring reading rate, reading comprehension, reading history, learning strategies, and learning approaches. The results indicated that students without dyslexia obtained significantly higher scores than students with dyslexia in their reported use of selecting main ideas and test taking strategies. Students with dyslexia reported significantly greater use of study aids and time management strategies in comparison to students without dyslexia. Moreover, university students with dyslexia were significantly more likely to report a deep approach to learning in comparison to university students without dyslexia. Reading ability correlated positively with selecting main ideas and test taking strategies and negatively with use of study aids. The authors interpret the learning strategy results as consequences of and compensations for the difficulties that students with dyslexia have in word reading.  相似文献   

The effects of age,study time,and importance of text units on strategy use and memory for texts     

Kurtz  Beth E.  Schneider  Wolfgang 《European Journal of Psychology of Education - EJPE》1988,3(2):191-199

European Journal of Psychology of Education - This study investigated study behavior and recall of a narrative text as a function of the reader’s age, study time, and importance level of text...  相似文献   

Interrupting the discourse: a response to Reid and Valle     

Ferri BA 《Journal of learning disabilities》2004,37(6):509-515

Reid and Valle (in this issue) illustrate how discourse within the field of learning disabilities (LD) determines what can and cannot be said and shapes what counts as knowledge or truth. Because basic assumptions about disability often remain unquestioned, Reid and Valle ask us to focus on the epistemological foundations of the field of LD. They demonstrate how discourse, far from being simply an academic or abstract theoretical pursuit, has direct material consequences for people labeled as having LD. In this response, I highlight some of the ways that the discourse in the LD field is getting in the way of truly transforming education for all learners and impeding our ability to ask the hard questions about our own complicity in issues such as the overrepresentation of students of color and the inaccessibility of general education learning environments.  相似文献   

Same As It Ever Was: The Nexus of Race,Ability, and Place in One Urban School District     

Julia M. White  Siqi Li  Christine E. Ashby  Beth Ferri  Qiu Wang  Paul Bern 《Educational Studies A Journal of the American Educational Studies Association》2019,55(4):453-472

Lack of access to general education for students with disabilities, particularly students with extensive support needs, students of color, and students from low-income households, reflects continued educational inequities for multiply marginalized students. Here, we present findings of a geospatial analysis of the intersections of race, socioeconomic status, disability labels, and levels of inclusion for students with disabilities in an urban school district, serving primarily students of color. Findings show trends in segregated placements mirroring historical redlining practices, suggesting the persistence of racial segregation that is enacted systematically and systemically via special education placements, disability categories, and geography. Results suggest the need to examine student-level placement data in the context of race, class, disability label, and space to identify and address inequities in access to inclusive schooling.  相似文献